TheEffectsofDifferenceinThinkingbetweenChineseandEnglishonEnglishLearning中英思維差異對(duì)英語學(xué)習(xí)的影響ContentsTOC\o"1-2"\h\z\u1.Introduction (1)2.TheComparisonofDifferencesinThinkingbetweenChineseandEnglish (2)2.1TheComparisonbetweenComprehensiveThinkingandAnalyticalThinking (2)2.2TheComparisonbetweenImageThinkingandAbstractThinking (2)2.3TheComparisonbetweenSpiralThinkingandLinearThinking (3)3.TheEffectsofDifferenceinThinkingbetweenChineseandEnglishonEnglishLearning (3)3.1TheEffectsonLexicon (3)3.2TheEffectsonSyntax (4)3.3TheEffectsonDiscourseStructure (5)4.TheMainMethodsofOvercomingtheDifferenceofThinkingbetweenChineseandEnglishonEnglishLearning (7)4.1RespectDifferencesandDevelopone’sOwnComprehensiveLearningAbility (7)4.2LearntheDevelopmentoftheHistoryofEnglish (7)4.3CultivatetheConsciousnessofInterculturalCommunication (7)4.4UnderstandtheDifferenceCulturalBackgroundsofChineseandEnglish (7)5.Conclusion (8)Bibliography (9)Acknowledgements (10)TheEffectsofDifferencesinThinkingbetweenChineseandEnglishonEnglishLearningAbstract:Differentpeoplehavedifferentmodesofthinking.TherearealsogreatdifferencesinthemodesofthinkingbetweenChineseandEnglishduetothedifferencesinvaluesandlifestylesbetweenEasternandWesterncultures.DifferencesbetweenChineseandEnglishmodesofthinkingnotonlyleadtothedifferencesinEnglishandChinese,butalsoinfluencethewayoflanguageexpression.TheybringgreatdifficultiestoEnglishlearners.ForEnglishlearners,thedifferencesinthemodesofthinkingbetweenEnglishandChinesearedifficulttoovercome.TheyinfluencetheefficiencyandqualityofEnglishlearning.ThisthesisbeginswithananalysisofthedifferencesbetweenChineseandEnglishthinkingmodes,andthenanalyzestheeffectsofthemaindifferencesinthinkingbetweenChineseandEnglishonEnglishlearning.ThisthesisalsodiscussestheeffectsofthinkingdifferencesonEnglishlearningfromthreeaspects:lexicon,syntaxanddiscoursestructure.ItexplorestheimportantwaystoovercomethedifferencesinthinkingbetweenChineseandEnglish.Keywords:Differenceofthinking,Englishlearning,Languageexpression,Effect.摘要:不同的人擁有不同的思維方式。由于中西方民族文化在價(jià)值觀念、生活方式等方面的差異，使得中英思維模式也存在較大差異。中西思維方式的差異，不僅導(dǎo)致了英漢語言的差異，而且也影響了語言表達(dá)方式，給英語學(xué)習(xí)者學(xué)習(xí)英語帶來很大困難。對(duì)于英語學(xué)習(xí)者來說，中英思維差異是一個(gè)較難跨越的大差異，影響到英語學(xué)習(xí)的效率與質(zhì)量。本文從分析中英思維方式差異入手，繼而分析了當(dāng)今中英思維存在的主要差異對(duì)英語學(xué)習(xí)的影響。并從詞匯，句法，語篇三方面探討了思維差異對(duì)英語學(xué)習(xí)的影響，探索了克服中英思維差異的重要方法。關(guān)鍵詞：思維差異英語學(xué)習(xí)語言表達(dá)影響PAGE9Name:ZhaoWenjingClass:14.1Number:21Tutor/Title:LiuYanan/LecturerDate:2018.5.22TheEffectsofDifferenceinThinkingbetweenChineseandEnglishonEnglishLearning1.IntroductionThemodeofthinkingisthewaythatpeopleknowandgraspthings.Itisthemostprofoundconnotationthatdeterminestheformofculture.Themodeofthinkingisshapedbythesubjectintheprocessofreflectingtheobject.Itisalsothesynthesisandunificationofthinkingmethodandthinkingprocedure.Asaformalizedmodeofthinking,itmusthaveagreatimpactonpeople’sunderstandingofthingsandproblems.Therearesomelogicalmodesofthinking,suchasjudgement,reason.Therearealsonon-logicalmodesofthinkingthroughintuitionandimagination.Asthemainbodyofthinking,people’smodesofthinkingareinfluencedandrestrictedbylong-termsocialdevelopment,socialcustoms,culturaltraditionsandlifeinterests.Eachpersonasathinkingindividualcannothavethesamewayofthinkingbecauseofthedifferencesinoccupation,gender,educationallevel,knowledgestructureandpersonalquality.However,thepeoplewhoarethesamenationalitymayhaveacommonmodeofthinking.Thisisbecausetheyhavelivedinthesamesocialcultureforalongtime.Thesamesocialculturecaninfluencetheirmodesofthinking.Certainly,theymayalsohavesomedifferences.Itiscertainthattherewillbemoresimilaritiesthandifferences.Asforthepeopleofdifferentnationalities,theymusthavemoredifferencesinthemodesofthinkingthansimilarities.ThedifficultyinEnglishlearningiscross-culturalcommunication.ItiswellknownthattherearegreatdifferencesinthinkingbetweenChineseandEnglish,whichleadstosignificantdifferencesbetweenEnglishandChineseintermsoflexicon,syntaxanddiscoursestructureandhinderChineseEnglishlearnersfromlearningEnglish.TheultimategoalofEnglishlearningistoachieveanaccurate,standardizedandappropriatedeliveryoflanguageforbettercross-culturalcommunication.However,learnerswillunknowinglyapplyChineseculturalpatternstoEnglishculturalpatternsduetodifferencesinvalues,andthinkingmodesofethniccultures.Therefore,itwillinfluencelearners’understandingandmasteryofthelanguageandculture.Theresearchandanalysisofthistopicbeginwiththeanalysisofthedifferencesbetweenthetwolanguages.Throughresearchandcomparativeanalysis,wecannotonlyunderstandthecharacteristicsanddifferencesofEnglishandChinese,butalsorecognizethesimilaritiesanddifferencesindifferentlevelsbetweenEnglishandChinese.Wecanalsoconsciouslypayattentiontothedifferentwaysofexpressionsindifferentlanguages,soastofurtheranalyzethemainmethodsinthinkingbetweenChineseandEnglishonEnglishlearning.InthiswaycanwehelpEnglishlearnerstodeterminethelearningfocus.ItcanalsoimprovethelearningefficiencyandqualityofEnglishlearners.Therefore,itisanimportanttaskformoderneducationtoexploretheeffectsofChineseandEnglishthinkingdifferencesonEnglishlearning.2.TheComparisonofDifferencesinThinkingbetweenChineseandEnglish2.1TheComparisonbetweenComprehensiveThinkingandAnalyticalThinkingComprehensivethinkingunitesallpartsofanobjectintothewholeandcombinesitsvariousattributes.Chineseprefertointegrateandemphasizethewholeandinduction.AsaresultoftheChinesepreferenceforcomprehensiveness,itleadstotheoverallpriorityofthinking.Chinesetraditionalphilosophytrytoseekharmonybetweenhumanandnature,humanandsociety.Italsopursuestheunityofallthings.Therefore,Chineseliketoanalyzethingsfromthewholeatfirstandthendividethemintodifferentparts.Inthewest,Platofirstproposedtheideaof“theseparationbetweensubjectandobject”.Analyticalthinkingexplainstheworldfromabinarypointofview.Itclearlydistinguishestherelationbetweenspiritandsubstance,subjectandobject,phenomenonandessence,andcounterposesthem.Westernersoftenpaymoreattentiontoindividualsanddetails.Theyusuallydividethecomplicatedthingsintosimpleindividual,thenslowlyhandle,highlightthecharacteristicsfromsmalltolarge,fromtheparttothewhole.Analyticalthinkingistodecomposethewholeintoeachpart,thendeeplyanalyzetheroleandpositionofeachpartandunderstanditsspecialessence.ItcanbeseenfromthatthedifferenceinthinkingbetweenChineseandEnglishrequiresagreatchangefromcomprehensivethinkingtoanalyticalthinkinginordertocarryoutlearningeffectively.2.2TheComparisonbetweenImageThinkingandAbstractThinkingChinesepayattentiontoimagethinking.Imagethinkingreferstothepsychologicalprocessofanalyzingandsynthesizingthememoryrepresentationinthemindsoastoformanewmentalprocessofappearance.Chinesearemoredevelopedinimagethinkingandareusedtousingimagetoexpressabstractconcepts.Inaddition,alargenumberofimageanalogymethodsareusedtoexpressideasthroughtheimageofobjects.Forexample,paintingpeoplemusthavefivesensesandvividimage,whichistheChineseimagethinking.Therefore,Chineseareaccustomedtousingimageryabstractconceptsandreplacingabstractwordswithconcretewords.Themeaningofmetaphorisheavier.Westernerspaymoreattentiontoabstractthinking.Abstractthinkingisthethinkingactivitythatusesconceptstojudgeandreason.Thiskindofthinkingneedstofollowthelawsoflogic,soitisalsocalledlogicalthinking.Becauseoftheexistenceofabstraction,westernersoftenthinkaboutthingsstartingwithabstractthinking.Theytendtousethemeaningbehindthingstoexpressthethingitself.Forexample,whentheydrawpeople,theyoftenreplaceapersonwithapairofweirdanddifficulteyes.Thisistheabstractthinkingofwesterners.Therefore，theBritishtendtousethemonographsofasimilarthingtoexpressaspecificthingorphenomenon.Alargenumberofabstractnounswithvaguemeaningsareusedtoexpresstheircomplexrationalconceptsinthelanguage.2.3TheComparisonbetweenSpiralThinkingandLinearThinkingThethinkingmodeofChineseisgreatlyinfluencedbyitsculture.Insociety,peopledothingsaccordingtocertainconventionsorrules.Theyalwaysunderstandandpointoutthingsfromawholepointofview.Chinesetraditionalviewoftheuniverseemphasizestheperfectstateof“theunityofheavenandhumanity”.Chinesebelievethatindividualsandsocietyareindivisible.Theirmodesofthinkingarespiral.WhentheChinesearespeakingorwritingarticles,theyusuallydivergetheirthoughtsandretractthemsothattheycanfallintotheoriginalstartingpoint.Theyleadtoaspiralstructureofthediscoursestructure.ThespiralpatterninChineseusuallydeclarestheimportanceofthethemeatfirst,thendiscussesitrepeatedly.Finally,weneedreturntothethemeandstressitagain.Itsessentialfeatureisrepetition.Thewesternviewoftheuniverseadvocates“theseparationofheavenandhumanity”,whichholdsthatthingsareindependentandeverythingismovingforward.Westernersbelievethatdirectexpressionisbetterthanindirectexpressionwhentheyarespeakingorwritingarticles.Thespeaker’spositionshouldbeconsistent,anddonotuseirrelevantinformationtohidethetruepointofview.Asaresult,theEnglishdiscoursegenerallyexpandsonastraightline.Theso-calledlinearshapeistoexpressthecentralmeaningatfirst,thenexpandlayer-by-layerdeductionoritem-by-itemseparation.Thelattermeaningisnaturallydrawnoutbytheprecedingstatement.Asfarasthewholediscourseisconcerned,itisusuallythecentralideaofopeningastatementafterapproachingthetopic.Thenthethemeisdescribedinastructuredway,andaconclusionisdrawnintheend.Thewholediscourseisacompleteunity,andeachpartisconnectedbycertainmeansofconnectiontoformastraightflowingentity.3.TheEffectsofDifferenceinThinkingbetweenChineseandEnglishonEnglishLearning3.1TheEffectsonLexiconEnglishlexiconcanbedividedinto10categories,andthereisnotacompleteequivalencewithChineselexiconclasses.WhenEnglishlearnersexpressthemselvesinChinese,theyarebasicallyinanautomaticstateandpaymoreattentiononthemeaningofthelanguageratherthanontheformofthelanguage.However,theymaynotbeawareofthedifferencesbetweenChineseandwesternthinkingwhentheywriteinEnglish.TheymaystillwriteaccordingtotheChinesemodeofthinking.Therefore,theywillignorethelanguageforms,especiallythepartsofspeech.EnglishlearnersoftenchooseEnglishlexiconsaccordingtotheChinesemodeofthinking.Theeffectofnegativetransferofmothertonguecanleadtotheconfusionoflexicon,whichleadstotheproductionofchinglish.Negativetransfer,alsoknownasinterference,isthebiggestobstacleintheEnglishlearning,andthereasonsarecomplex,whicharebrieflysummarizedasfollows:Theconnotation,associativemeaningandemotionalcoloroflexiconaredifferent.Althoughsomelexiconshavethesameorsimilarconceptualmeaningsindifferentlanguages,theirconnotativemeaningsarequitedifferent.“Red”istranslatedas“紅色的,紅色”inChinese.However,“redeyedisease”cannotbetranslatedas“red-eyed”,but“green-eyed”.Therearealsosomemistakesintranslationcausedbythedifferenceinassociativemeaningsandemotionalcolors.Forexample,“Youshouldknowthattherearebooksandbooks”.Inthissentence,wecannottranslateas“youknow,therearealotofbookshere”.The“books”hasemotioninthissentence.Therefore,itcanbetranslatedas“Youshouldknowthattherearegoodbooksandbadbooks”.Inaddition,theexpressionanddenotationoflexiconsaredifferent.Negativetransferiscausedbythehabitualexpressionofthelexiconandtherangeofthemeaning.Forexample,“Heisabusdoctor”.Inthissentence,wecannottranslateitas“Heisadrivingdoctor”.“Doctor”oftenbetranslatedasthemeaningof“醫(yī)生”.However,it’sthenameofaprofessioninthissentence.Itisnotthemeaningofdoctor,butthemeaningof“repairman”.Duetothedifferencesinlanguagestyle,valueorientationandmodeofthinking,thetwocountrieshaveformedtheirownuniquelexiconcollocationandexpressionhabits.FormanyChinesestudents,EnglishcollocationoflexiconisoneofthedifficultiesinEnglishlearning.WhenstudentsexpressthemselvesinEnglish,theyusuallydonotconsiderthedifferencesofthinkingbetweenChineseandEnglish.TheystillcommunicateandwriteaccordingtothemeaningandstructureofChinese.Therefore,theirEnglishexpressiondoesnotconformtothehabitofEnglishexpression.SomelexiconsinChinesehavedifferentexpressionsindifferentcontexts,andsometimestheseexpressionsareconventional.Intheprocessoftranslation,studentsstillthinkaccordingtotheirnativelanguage,butlacktheabilityofabstractthinkinginEnglish.Therefore,theirEnglishexpressionscannotconformtothenativeEnglishlanguage.Forexample,learnknowledge(wrong),acquireknowledge(right),doanoperation(wrong),haveanoperation(right).Culturalbackgroundsaredifferent.Languageisthecarrierofculture.Differentlanguagesandcultureshavetheirownexpressionsandcontents.Peoplefromdifferentculturalbackgroundshavetheirownuniquewaysoflifeandhabits,sotheirunderstandingofobjectivethingsisdifferent.ForChinesestudents,theyalwaysputlexiconsundertheculturalbackgroundofChinesewhentheyunderstandthem.Sometimesthissituationmakesjokesorevenmisunderstandings.Forexample,“Sheismylover”.InChineseculture,“l(fā)over”isthemeaningof“wife,spouse”.InEnglishculture,“l(fā)over”isoftenusedtoreferto“someoneyouhaverelationwithoutofmarriage”.Anotherexample,thelexiconof“propaganda”,whichmeans“Explaintothecrowd,makethembelieveandfollowtheaction”inChinese.Itisaneutrallexicon.InEnglish,itisaderogatorylexicon.Itmeansexaggeration,whitewashingandevendeception.3.2TheEffectsonSyntaxThedifferencesbetweentheChineseandEnglishmodesofthinkingcaninfluenceChineseandEnglishsyntaxes.TheyaremainlyreflectedintheparataxisinChineseandthehypotaxisinEnglish.TherearealsosomesignificantdifferencesbetweenChinesethemesandEnglishsubjects.TheeffectsofthesedifferencesonEnglishlearningaremainlyreflectedinthefollowingaspects:Syntacticstructuretendstobeholisticandthenindividual.Chinesestudentsoftenmakelow-levelmistakesinrelativelysimpleexpressionsofEnglish.Forexample,intheperceptionoftime(suchasyear,month,day),geographicallocation,intheexpressionoftheorganizationsystemandintroductionofcharacteridentity,etc.Inthefinalanalysis,theproblemisthatEnglishsyntaxesarenotarrangedinchronologicalorder.Theyaremorefocusedonthemodificationofsyntaxesandcompactconnections.However,theChinesesyntaxesarearrangedinchronologicalorder.Duetothecharacteristicsofindividualthinkinginthewest,thewesternersareusedtograspingobjectsfromtheindividualinordertoachievetheunderstandingofthingsthroughlogicalanalysis.Englishisoftenusedfrompointtoface,fromtheindividualtothewhole.However,thehabitofthinkinginChineseistodeducetheindividualfromthewhole.Thelanguageisoftenusedfromfacetopoint,fromthewholetotheindividual.Thesubjectisomittedinthesyntax.WhenstudentsexpresssomethinginEnglish,theyoftenignorethesubjectintheiroralEnglish.WeknowthattheparataxisofChineseisthelanguagewithprominentthemes.Thethemeisoftennotthesubjectofthesyntax.However,thehypotaxisofEnglishisthelanguagewithprominentthemes.Thethemeisoftenthesubjectofthesyntax.Englishisthegrammaticalframeworkofsubject-predicate.Ittakeslexiconasthebasicunitofsyntacticstructure.ThegrammaticalstructureofChineseismainlytheframeworkoftopic-explanation.InChinese,thesubjectandpredicateareregardedastopicsandexplanations.InChinesegrammaticalstructure,thereisoftennosubject.Itiscommontoconcealsubjectratherthanomitting.Thesedifferencesleadtomanyerrorsinquantities,persons,tensesandvoicesinlearningEnglish.Thereisalackofconjunctionbetweensyntaxes.Chinesewritearticlescenteredonsemantics.Aslongassemanticsarerelevant,thearticleswillflownaturally.TherearenotsomanyconjunctionsinEnglishsyntaxes,buttheyexpressacompletemeaningbythecoherenceofthinkingandthenaturalconnectionofthesyntax.Theyreflecttheoverallthinking.Becausemoreinformationiscontainedintheenvironment,theEnglishofanalyticthinkingusesalargenumberofconjunctionsinthesyntaxes.Theseconjunctionsplaythefunctionofconnectingvariouslogicalsemantics,presentingAristotelianlogicalreasoningmodel.IfChinesestudentspaylessattentiontotheconvergencebetweensyntaxesorjustorganizesyntaxesfromtheperspectiveofoverallimpact,theywillcausethearticleasenseofhoppingandunfluency.Thisphenomenonwillleadtothepoortransmissionofinformation.It’scommonforChinesestudentstousepersonalpronounsassubjectsinthesyntax.Studentsareaccustomedtousingacertainconceptofpersonalpronounsassubjects.“I,We”ect.personalpronounappearfrequently.Theymayseldomusethestructureof“Itissaid/reportedthat…”,“Itisestimatedthat…”Thewesternnationadopttheobjectmodeofthinking,emphasizes“theseparationofthings”.Theystrivetobetheobjective,fair,rigorousinthelanguage.Thewayoftheexpressionofthingsisaconsiderablepartofthesubjects.Chinesepayattentionto“theunityofheavenandhumanity”,andformamethodofthinkingabouteverythinginahuman-centeredway.Chinesetendtouse“must”,“oughtto”andothermodalverbsandimperativesentences,whichmaysoundstiltedandimpolite.3.3TheEffectsonDiscoursestructureTheessentialdifferencebetweenEnglishandChinesemodesofthinkingarethatwesternersandeasternershavetwodifferentthinkingtendencies.TheresearchontraditionalChineseideologyandcultureshowsthatthetraditionalChinesethoughtisakindofintuitivethinkingwhichisbasedonthewholeandexperience.Inotherwords,therearetwomainmodesofthinkinginChina:holisticthinkingandintuitivethinking.ComparingwiththetraditionalChinesemodeofthinking,Chinesefocusonreintuitions,intuitionsandEpiphany.westernerspayattentiontothededuction,abstractanalysisandlogicalreasoning.SomepeoplebelievethatChineseattachimportancetooverallharmony,whilewesternersattachimportancetotheanalysisofthedifferences.Thehannationalityoftheholisticthinkingemphasizes“frommoretoone”,theconceptofunityisverystrong.However,theanalyticalthinkingistheanalysis“fromonetomore”.ThisisthethinkingoftheontologybetweenChineseandEnglishdifferences.Thatistosay,theChinesetraditionalthoughthasaspecifictendencyofoverallthinking.Itdescribesthingsfromtheperspectiveofthewholeandtheessenceisfullymodifiedbeforeitisrevealed.However,thewesternnationhasthetraditionaltendencyofanalyticalthinking.Thiskindofthinkingistoshowthewholefromthelocalpointofview.Inotherwords,theessenceisthrownoutfirstly,thentheessentialimageisanalyzedanddevelopedbitbybit.Atlast,thewholepictureisformed.SomescholarsbelievethatthedifferencesbetweenChineseandwesternaestheticsbasedontheirrespectivephilosophiesaretherootsofthedifferencesbetweenChineseandEnglish.Thewesternaestheticfocusesonlogicalthinkingandrationalthinking.Atthesametime,itemphasizestheformalargumentationbasedonempiricalevidence,thusformingarationalthinkingpattern.Chinesetraditionalaestheticfocusesontheperceptionofthinkingandsentiment.Therefore,akindofthinkingpatternwhichemphasizestheideaandignoresthemind-setformoflogicalargumentcameintobeing.Undertheeffectofthiskindofmindset,Chinesetendstopayattentiontoparataxis.Thelanguageformisscatteredandthegrammarisrecessive.Englishfocusesonhypotaxis,thelanguageformiscompactandthegrammerisovert.Asthecarrierofhumanthinkingincommunication,languageisdominatedbythemodeofthinking.Theessentialdifferencesbetweentwodifferenttraditionalthinkingtendenciesarerepresentedinthesurfacestructureanddiscoursestructureofthelanguage.Inapplyingcontrastiverhetorictotheeffectsofdifferentculturesanddifferentmodesofthinkingontheorganizationofdiscourse,RobertB.Kaplanpointsoutthatthethinkingmodesofdifferentnationalitiesarerelatedtotherhetoricalpatternsofdiscourse.ThethinkingmodeofEnglishdiscourseisAristotle’slinetype(Arisetolian-linear),whiletheorientalmodeofthinkingisacircuitoustype.AccordingtoKaplan,Englishdiscourseisorganizedanddevelopedinastraightline.AnEnglishparagraphusuallybeginswithatopicsentence,pointsoutthecentralideaoftheparagraphdirectly,andthenanalyzesanddevelopsthiscentralideainsubsequentsentences.Intheprocessofdevelopingthecentralidea,eachsentenceintheparagraphisproducednaturallyfromtheprecedingsentencesothatthemeaningoftheparagraphdevelopsinastraightline.Byfillinginstepbystep,thecontentofthesubjectbecomesmoreandmoreabundant.However,thedevelopmentofChinesediscourseisspiral,andthethemeofdiscourseisnotalwaysinadirectway,butinaroundaboutway.ThethinkingmodesofdifferentcultureshavegreatinfluenceonthelanguageexpressionofEnglishlearners,whichmakesthelayoutofdiscoursehaveitsbasicrules.4.TheMainMethodsofOvercomingtheDifferenceofThinkingbetweenChineseandEnglishonEnglishLearning4.1RespectDifferencesandDevelopone’sOwnComprehensiveLearningAbilityInEnglishlearning,wecannoteliminatethinkingdifferencesatonce,butwecanovercomeandadapttoexistingdifferencesinthinkingbetweenChineseandEnglishbyimprovingourownlearningability.Firstofall,Englishlearnersshouldhaveagoodpsychologicalquality.WemustfacethedifferencesinthinkingbetweenChineseandEnglishpeacefullyandrespecttheculturalcustomsofothercountries.Inaddition,Englishlearnersshouldlearnfromother’ssuccessfulexperienceinEnglishlearningandabsorbothers’goodlearningmethods.It’simportanttoimproveourabilitiestolearnEnglishinacomprehensiveway.InthiswaycanweovercomethedifferencesofthinkingbetweenChineseandEnglisheffectivelyinEnglishlearning.4.2LearntheDevelopmentoftheHistoryofEnglishFamiliarwiththehistoryofEnglishdevelopment.InthedevelopmentofEnglish,itisnotonlyinfluencedbythesocialcultureofitsowncountry,butalsoinfluencedbyeconomicexchanges,socialcommunicationsandculturalexchangesbetweenotherrelevantcountriesandtheirowncountries.Therefore,wecanlearnthehistoryofEnglishthroughreadingtherelevantbooksofthehistoryofEnglishdevelopmentandthefilmandvideomaterial.ItishelpfultomakeEnglishlearnersgetintothethinkingofEnglishmorequickly.InthiswaycantheEnglishlearnerslearnEnglishskillsmoreeasily.4.3CultivatetheConsciousnessofInterculturalCommunicationItisveryimportanttocultivateconsciousnessofInterculturalcommunicationforEnglishlearners.EffectiveconnectingtransnationalculturescanpromotepositiveandeffectiveEnglishlearning.Englishlearnerscanextensivelycoverlocalnews,politicalhotspots,economicpolicies,entertainmentnewsandsoon.BytakingdetailednotesontaboosindifferentculturesandtakingthemdownincombinationwithChineselocalculture,Englishlearnerscanexpandtheirknowledgeanddeepentheirunderstandingofthelanguage.Therefore,Englishlearnerscanhaveanintuitiveconceptofthedifferencesbetweenthetwolanguagesandincreasetheirawarenessofcross-culturalcommunication.ItcanalsoraisetheirinterestonEnglishlearning.It’sagreatwaytoimprovetheirlearningefficiency.4.4UnderstandtheDifferenceCulturalBackgroundsofChineseandEnglishLanguageisthesymbolofthedevelopmentandaccumulationofourrespectivenationalcultures.IfwewanttolearnEnglishefficiently,wemusthaveadeepunderstandingofthedifferentculturalcustomsofChinaandtheUnitedKingdom,aswellastheirdifferentgeographicalcultures.Thetwokindsofdifferentgeographicalcultures,historicalcustoms,livingenvironments,religiousbeliefsandaestheticviewscanformtwodifferentcultures.Theseculturaldifferencesareboundtobereflectedintwokindsoflanguagecommunication,sowemustlearnfrombooks,video,newsandlearnabouttheculturalhabitsofChinaandBritain.Itisclearthattheunderstandingsofdifferencesbetweenpeople’smodeofthinkingofthetwoplacescanhelpEnglishlearnerstolearnEnglishbetteronthebasisofgoodcognition.5.ConclusionLanguageandthinkingarecomplementaryandcloselyrelated.Languageisthecarrierofthinking.Itreflectsthemodeofthinking,psychologicalcharacteristicsandnationalculture.Thinkingisthesouloflanguage.Languagelearningisnotonlytheprocessofunderstandingandmasteringtheusageoflanguage,butalsotheformingprocessofthinkingmodes.TheexpressionofEnglishisnotonlyawayofprocessinglanguage,butalsorequiresthebraintotransforminformationbetweendiffer